BibTex RIS Kaynak Göster

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Yıl 2015, Cilt: 14 Sayı: 3, 993 - 1004, 07.08.2015
https://doi.org/10.17051/io.2015.40893

Öz

The aim of this study is to identify the relationship between students' accurate and fluent silent reading skills and their comprehension. The participants of the study were 401 students studying at 1st to 4thgrades. These students were from two state schools and a private school located in regions with different socioeconomic levels. The data on the participants' accurate and fluent reading skills were gathered using Accurate and Fluent Silent Reading Test (AFSRT) and the data on their comprehension levels were obtained through comprehension tests developed by the researchers. The obtained data were analysed using SPSS. As a result of the data analysis, there was a statistically significant relationship between the 1st and 3rd graders' accurate and fluent reading skills and their comprehension levels

Kaynakça

  • Applegate, M.D., Applegate, A.J., and Modla, V.B. (2009). “She’s my best reader; she just can’t comprehend”: Studying the relationship between fluency and comprehension. The Reading Teacher, 62(6), 512–521.
  • Başaran, M. (2013). Reading fluency as an indicator of reading. Educational Sciences: Theory & Practice, 13 (4), 2287-2290.
  • Baştuğ, M. & Keskin, H. K. (2012). Akıcı okuma becerileri ile anlama düzeyleri (Basit ve çıkarımsal) arasındaki ilişki. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13 (3), 227-244.
  • Baştuğ, M. and Akyol, H. (2012). Okuma becerilerinin okuduğunu anlamayı yordama düzeyi. Kuramsal Eğitimbilim Dergisi, 5(4), 394-411.
  • Breznitz, Z. (1987). Increasing first graders’ reading accuracy and comprehension by accelerating their reading rates. Journal of Educational Psychology, 79 (3), 236-242.
  • Caldwell, J., S. (2008). Comprehension assessment, a classroom guide. New York: The Guilford Pub.
  • Combs, B. (2012). Focus on word identification. In assessing and addressing literacy needs: Cases and instructional strategies. (pp. 63-107). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org/10.4135/9781452243900.n3
  • Denton, C. A. Barth, A. E., Fletcher, J. M., Wexler, J., Vaughn, S. Cirino, P. T. et al. (2011). The relations among oral and silent reading fluency and comprehension in middle school: Implications for identification and instruction of students with reading difficulties. Scientific Studies of Reading, 15(2), 109 – 135.
  • Dowhower, S.L. (1987). Effects of repeated reading on second-grade transitional readers' fluency and comprehension. Reading Research Quarterly, 22(4), 389- 406.
  • Ehri, L. (1999). Phases of development in learning to read words. In J. Oakhill & R. Beard (Eds.), Reading development and the teaching of reading: A psychological perspective (pp. 79–108). Oxford, UK: Blackwell.
  • Ehri, L. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188.
  • Ehri, L., & McCormick, S. (2004). Phases of word learning: Implications for instruction with disabled readers. In R. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (pp. 365–389). Newark, DE: International Reading Association.
  • Fuchs, L.S., Fuchs, D., and Compton, D.L. (2004). Monitoring early reading development in first grade: word identification fluency versus nonsense word fluency. Council Exceptional Children, 71, 7-21.
  • Fuchs, L.S., Fuchs, D., Hosp, M.D. and Jenkins, J. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–259.
  • Galloway, T.W. (2010). Oral readıng fluency and maze measures as predictors of performance on north carolina end-of-grade assessment of reading comprehension. Unpublished Doctoral Dissertation. North Carolina University.
  • Gough, P. B. (1972). One second of reading. In J. F. Kavanagh, & I. G. Mattingly (Eds.), Language by ear and by eye. Cambridge, MA: MIT Press.
  • Griffith, L. W., & Rasinski, T. V. (2004). A focus on fluency: How one teacher incorporated fluency with her reading curriculum. Reading Teacher, 58 (2), 126-137.
  • Guldenoğlu, İ. B., Kargın, T. & Miller, P. (2012). Comparing the Word Processing and Reading Comprehension of Skilled and Less Skilled Readers. Educational Sciences: Theory & Practice, 12(4), 2822-2828.
  • Hasbrouck, J., & Tindal, G.A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636–644. doi:10.1598/RT.59.7.3
  • Hogin, B, Diamond, L, Gutlohn, L, Mahler, J (2000). Teaching reading sourcebook for kindergarten through eighth grade. Novato, CA: Arena Press.
  • Jenkins, J. R., & Jewell, M. (1993). Examining the validity of two measures for formative teaching: Reading aloud and maze. Exceptional Children, 59, 421–432.
  • Jorm, A.F., Share, D.L., MacLean, R. and Matthews, R. (1984). Phonological recoding skills and learning to read: A longidudinal study. Applied Psycholinguistics, 5, 201-207.
  • Kim, Y. S., Wagner, R. K., & Lopez, D. (2012). Developmental relations between reading fluency and reading comprehension: A longitudinal study from Grade 1 to Grade 2. Journal of Experimental Child Psychology, 113, 93-111.
  • Klauda, S.L. and Guthrie,J.T. (2008). Relations of three compenents of reading fluency to reading comprehension. Journal of Educational Psychology, 100 (2), 310-321.
  • Klicpera, C. & Schabmann, A. (1993). Do German-speaking children have a chance to overcome reading and spelling difficulties? A longitudinal survey from the second until the eight grade. European Journal of Psychology of Education, 8, 307-334.
  • LaBerge, D., & Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
  • Landerl, K. & Wimmer, H. (2008). Development of word reading fluency and orthographic spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100, 150-161.
  • Mather, N., Hammill, DD., Allen, EA. & Roberts, R. (2004). Test of Silent Word Reading Fluency. Austin, TX:Pro-Ed.
  • O’Connor, R.E., Swanson, H.L., & Geraghty, C. (2010). Improvement in reading rate under independent and difficult text levels: Influences on word and comprehension skills. Journal of Educational Psychology, 102 (1), 1–19. doi:10.1037/a0017488
  • Pikulski, J.J. and Chard, D.J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58 (6), 510-519.
  • Powell, L.E. (2008). The relationship between reading comprehension and oral reading fluency in third grade students. Unpublished Doctoral Dissertation. Southern Carolina State University.
  • Randi, J; Grigorenko, E., L. & Sternberg, R., J. (2008). Revisiting definition of reading comprehension: Just what is reading comprehension away. S., E. Israel; C., C. Block; K., L. Bauserman & K. Kinnucan-Welsch (Eds.) Metacognition in Literacy Learning: Matwah, NJ: Lawrence Erlbaum Associates.
  • Rasinski, T. V. (1989). Fluency for everyone: Incorporating fluency instruction in the classroom. The Reading Teacher, 43, 690-693.
  • Rasinski, T.V. (1990). Effects of repeated reading and listening-while-reading on reading fluency. Journal of Educational Research, 83, 147-150.
  • Rasinski, T., Samuels, S.J., Hiebert, E., Petscher, Y., & Feller, K. (2011). The relationship between a silent reading fluency instructional protocol on students’ reading comprehension and achievement in an urban school setting. Reading Psychology, 32, 75-97.
  • Rasinski, T.V., Blachowicz, C., & Lems, K. (2006). Fluency instruction: Research-based best practices. New York, NY: Guilford.
  • Richek, M. A., Caldwell, J. S., Jennings, J. H., and Lerner, J. W. (2001). Reading problems: assessment and teaching strategies (Fourth Edition ed.). Boston: AllynveBacon.
  • Samuels, S. J. (1994). Toward a theory of automatic information processing in reading, revisited. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), 222 References Theoretical models and processes of reading (4th ed., pp. 816–837). Newark, DE: International Reading Association.
  • Samuels, S.J., Schermer, N., and Reinking, D. (1992). Reading fluency: Techniques for Making decoding automatic. In S.J. Samuels and A.E. Farstrup (Eds.), What Research has to say about reading instruction. Newark, DE: IRA.
  • Savolainen, H., Ahonen, T., Aro, M., Tolvanen, A. & Holopainen, L. (2008). Reading comprehension, word reading and spelling as predictors of school achievement and choice of secondary Education. Learning and Instruction, 18 (2), 201-210.
  • Schwanenflugel, P. J., Meisinger, E. B., Wisenbaker, J. M., Kuhn, M. R., Strauss, G. P., ve Morris, R. D.(2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly, 41, 496–522.
  • Taylor, S.E. (2006). Fluency in silent reading. Retrived on April 16, 2014, from http://www.gio.co.za/Documents/FluencyInSilentReading.pdf
  • Taylor, S.E. Frankenpohl, Hl., & Pettee, J.L. (1960). Grade level norms for the components of the fundamental reading skills. EDL Research and Information Bulletin (#3). NY: EDL/McGraw Hill.
  • Ülper, H. (2010). Okuma ve anlamlandırma becerilerinin kazandırılması. Nobel Yayın Dağıtım, Ankara.
  • Ülper ve Yağmur (yayım sürecinde). Doğru ve Akıcı Sessiz Okuma Testinin Geliştirilmesi.
  • Van Dijk, T., A. & Kintsch, W. (1983). Strategies of discourse comprehension: New York: Academic Press.
  • Yıldız, M. (2013). Okuma motivasyonu, akıcı okuma ve okuduğunu anlamanın ilköğretim beşinci sınıf öğrencilerinin akademik başarılarındaki rolü. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 8(4), 1461-1478.

Öğrencilerin Doğru ve Akıcı Sessiz Sözcük Okuma Becerileriyle Kavrama Başarıları Arasındaki İlişki

Yıl 2015, Cilt: 14 Sayı: 3, 993 - 1004, 07.08.2015
https://doi.org/10.17051/io.2015.40893

Öz

Bu araştırmanın amacı, öğrencilerin doğru ve akıcı sözcük okuma düzeyleri ile kavrama başarıları arasındaki ilişkiyi saptamaktır. Araştırmanın katılımcılarını 1-4. sınfta öğrenimlerini sürdüren 401 öğrenci oluşturmaktadır. Bu öğrenciler farklı sosyo ekonomik bölgede yer alan iki devlet okulu ve bir özel okulda eğitim yaşamlarını sürdürmektedirler. Katılımcıların doğru ve akıcı sözcük okuma becerilerine ilişkin veriler “Doğru ve Akıcı Sessiz Okuma Testi” (DASOT) ile; kavrama düzeylerine ilişkin veriler ise yine araştırmacılar tarafından geliştirilen kavrama testleri ile elde edilmiştir. Elde edilen veriler SPSS programında çözümlenmiştir. Yapılan çözümleme sonucunda 1. ve 3. sınıf öğrencilerinin doğru ve akıcı sözcük okuma düzeyleri ile kavrama düzeyleri arasında istatistiksel olarak anlamlı bir ilişki olduğu saptanmıştır.

Kaynakça

  • Applegate, M.D., Applegate, A.J., and Modla, V.B. (2009). “She’s my best reader; she just can’t comprehend”: Studying the relationship between fluency and comprehension. The Reading Teacher, 62(6), 512–521.
  • Başaran, M. (2013). Reading fluency as an indicator of reading. Educational Sciences: Theory & Practice, 13 (4), 2287-2290.
  • Baştuğ, M. & Keskin, H. K. (2012). Akıcı okuma becerileri ile anlama düzeyleri (Basit ve çıkarımsal) arasındaki ilişki. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13 (3), 227-244.
  • Baştuğ, M. and Akyol, H. (2012). Okuma becerilerinin okuduğunu anlamayı yordama düzeyi. Kuramsal Eğitimbilim Dergisi, 5(4), 394-411.
  • Breznitz, Z. (1987). Increasing first graders’ reading accuracy and comprehension by accelerating their reading rates. Journal of Educational Psychology, 79 (3), 236-242.
  • Caldwell, J., S. (2008). Comprehension assessment, a classroom guide. New York: The Guilford Pub.
  • Combs, B. (2012). Focus on word identification. In assessing and addressing literacy needs: Cases and instructional strategies. (pp. 63-107). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org/10.4135/9781452243900.n3
  • Denton, C. A. Barth, A. E., Fletcher, J. M., Wexler, J., Vaughn, S. Cirino, P. T. et al. (2011). The relations among oral and silent reading fluency and comprehension in middle school: Implications for identification and instruction of students with reading difficulties. Scientific Studies of Reading, 15(2), 109 – 135.
  • Dowhower, S.L. (1987). Effects of repeated reading on second-grade transitional readers' fluency and comprehension. Reading Research Quarterly, 22(4), 389- 406.
  • Ehri, L. (1999). Phases of development in learning to read words. In J. Oakhill & R. Beard (Eds.), Reading development and the teaching of reading: A psychological perspective (pp. 79–108). Oxford, UK: Blackwell.
  • Ehri, L. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188.
  • Ehri, L., & McCormick, S. (2004). Phases of word learning: Implications for instruction with disabled readers. In R. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (pp. 365–389). Newark, DE: International Reading Association.
  • Fuchs, L.S., Fuchs, D., and Compton, D.L. (2004). Monitoring early reading development in first grade: word identification fluency versus nonsense word fluency. Council Exceptional Children, 71, 7-21.
  • Fuchs, L.S., Fuchs, D., Hosp, M.D. and Jenkins, J. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–259.
  • Galloway, T.W. (2010). Oral readıng fluency and maze measures as predictors of performance on north carolina end-of-grade assessment of reading comprehension. Unpublished Doctoral Dissertation. North Carolina University.
  • Gough, P. B. (1972). One second of reading. In J. F. Kavanagh, & I. G. Mattingly (Eds.), Language by ear and by eye. Cambridge, MA: MIT Press.
  • Griffith, L. W., & Rasinski, T. V. (2004). A focus on fluency: How one teacher incorporated fluency with her reading curriculum. Reading Teacher, 58 (2), 126-137.
  • Guldenoğlu, İ. B., Kargın, T. & Miller, P. (2012). Comparing the Word Processing and Reading Comprehension of Skilled and Less Skilled Readers. Educational Sciences: Theory & Practice, 12(4), 2822-2828.
  • Hasbrouck, J., & Tindal, G.A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636–644. doi:10.1598/RT.59.7.3
  • Hogin, B, Diamond, L, Gutlohn, L, Mahler, J (2000). Teaching reading sourcebook for kindergarten through eighth grade. Novato, CA: Arena Press.
  • Jenkins, J. R., & Jewell, M. (1993). Examining the validity of two measures for formative teaching: Reading aloud and maze. Exceptional Children, 59, 421–432.
  • Jorm, A.F., Share, D.L., MacLean, R. and Matthews, R. (1984). Phonological recoding skills and learning to read: A longidudinal study. Applied Psycholinguistics, 5, 201-207.
  • Kim, Y. S., Wagner, R. K., & Lopez, D. (2012). Developmental relations between reading fluency and reading comprehension: A longitudinal study from Grade 1 to Grade 2. Journal of Experimental Child Psychology, 113, 93-111.
  • Klauda, S.L. and Guthrie,J.T. (2008). Relations of three compenents of reading fluency to reading comprehension. Journal of Educational Psychology, 100 (2), 310-321.
  • Klicpera, C. & Schabmann, A. (1993). Do German-speaking children have a chance to overcome reading and spelling difficulties? A longitudinal survey from the second until the eight grade. European Journal of Psychology of Education, 8, 307-334.
  • LaBerge, D., & Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
  • Landerl, K. & Wimmer, H. (2008). Development of word reading fluency and orthographic spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100, 150-161.
  • Mather, N., Hammill, DD., Allen, EA. & Roberts, R. (2004). Test of Silent Word Reading Fluency. Austin, TX:Pro-Ed.
  • O’Connor, R.E., Swanson, H.L., & Geraghty, C. (2010). Improvement in reading rate under independent and difficult text levels: Influences on word and comprehension skills. Journal of Educational Psychology, 102 (1), 1–19. doi:10.1037/a0017488
  • Pikulski, J.J. and Chard, D.J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58 (6), 510-519.
  • Powell, L.E. (2008). The relationship between reading comprehension and oral reading fluency in third grade students. Unpublished Doctoral Dissertation. Southern Carolina State University.
  • Randi, J; Grigorenko, E., L. & Sternberg, R., J. (2008). Revisiting definition of reading comprehension: Just what is reading comprehension away. S., E. Israel; C., C. Block; K., L. Bauserman & K. Kinnucan-Welsch (Eds.) Metacognition in Literacy Learning: Matwah, NJ: Lawrence Erlbaum Associates.
  • Rasinski, T. V. (1989). Fluency for everyone: Incorporating fluency instruction in the classroom. The Reading Teacher, 43, 690-693.
  • Rasinski, T.V. (1990). Effects of repeated reading and listening-while-reading on reading fluency. Journal of Educational Research, 83, 147-150.
  • Rasinski, T., Samuels, S.J., Hiebert, E., Petscher, Y., & Feller, K. (2011). The relationship between a silent reading fluency instructional protocol on students’ reading comprehension and achievement in an urban school setting. Reading Psychology, 32, 75-97.
  • Rasinski, T.V., Blachowicz, C., & Lems, K. (2006). Fluency instruction: Research-based best practices. New York, NY: Guilford.
  • Richek, M. A., Caldwell, J. S., Jennings, J. H., and Lerner, J. W. (2001). Reading problems: assessment and teaching strategies (Fourth Edition ed.). Boston: AllynveBacon.
  • Samuels, S. J. (1994). Toward a theory of automatic information processing in reading, revisited. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), 222 References Theoretical models and processes of reading (4th ed., pp. 816–837). Newark, DE: International Reading Association.
  • Samuels, S.J., Schermer, N., and Reinking, D. (1992). Reading fluency: Techniques for Making decoding automatic. In S.J. Samuels and A.E. Farstrup (Eds.), What Research has to say about reading instruction. Newark, DE: IRA.
  • Savolainen, H., Ahonen, T., Aro, M., Tolvanen, A. & Holopainen, L. (2008). Reading comprehension, word reading and spelling as predictors of school achievement and choice of secondary Education. Learning and Instruction, 18 (2), 201-210.
  • Schwanenflugel, P. J., Meisinger, E. B., Wisenbaker, J. M., Kuhn, M. R., Strauss, G. P., ve Morris, R. D.(2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly, 41, 496–522.
  • Taylor, S.E. (2006). Fluency in silent reading. Retrived on April 16, 2014, from http://www.gio.co.za/Documents/FluencyInSilentReading.pdf
  • Taylor, S.E. Frankenpohl, Hl., & Pettee, J.L. (1960). Grade level norms for the components of the fundamental reading skills. EDL Research and Information Bulletin (#3). NY: EDL/McGraw Hill.
  • Ülper, H. (2010). Okuma ve anlamlandırma becerilerinin kazandırılması. Nobel Yayın Dağıtım, Ankara.
  • Ülper ve Yağmur (yayım sürecinde). Doğru ve Akıcı Sessiz Okuma Testinin Geliştirilmesi.
  • Van Dijk, T., A. & Kintsch, W. (1983). Strategies of discourse comprehension: New York: Academic Press.
  • Yıldız, M. (2013). Okuma motivasyonu, akıcı okuma ve okuduğunu anlamanın ilköğretim beşinci sınıf öğrencilerinin akademik başarılarındaki rolü. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 8(4), 1461-1478.
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Gökhan Çetinkaya

Hakan Ülper

Kutlay Yağmur

Yayımlanma Tarihi 7 Ağustos 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 14 Sayı: 3

Kaynak Göster

APA Çetinkaya, G., Ülper, H., & Yağmur, K. (2015). Öğrencilerin Doğru ve Akıcı Sessiz Sözcük Okuma Becerileriyle Kavrama Başarıları Arasındaki İlişki. İlköğretim Online, 14(3), 993-1004. https://doi.org/10.17051/io.2015.40893
AMA Çetinkaya G, Ülper H, Yağmur K. Öğrencilerin Doğru ve Akıcı Sessiz Sözcük Okuma Becerileriyle Kavrama Başarıları Arasındaki İlişki. İOO. Ağustos 2015;14(3):993-1004. doi:10.17051/io.2015.40893
Chicago Çetinkaya, Gökhan, Hakan Ülper, ve Kutlay Yağmur. “Öğrencilerin Doğru Ve Akıcı Sessiz Sözcük Okuma Becerileriyle Kavrama Başarıları Arasındaki İlişki”. İlköğretim Online 14, sy. 3 (Ağustos 2015): 993-1004. https://doi.org/10.17051/io.2015.40893.
EndNote Çetinkaya G, Ülper H, Yağmur K (01 Ağustos 2015) Öğrencilerin Doğru ve Akıcı Sessiz Sözcük Okuma Becerileriyle Kavrama Başarıları Arasındaki İlişki. İlköğretim Online 14 3 993–1004.
IEEE G. Çetinkaya, H. Ülper, ve K. Yağmur, “Öğrencilerin Doğru ve Akıcı Sessiz Sözcük Okuma Becerileriyle Kavrama Başarıları Arasındaki İlişki”, İOO, c. 14, sy. 3, ss. 993–1004, 2015, doi: 10.17051/io.2015.40893.
ISNAD Çetinkaya, Gökhan vd. “Öğrencilerin Doğru Ve Akıcı Sessiz Sözcük Okuma Becerileriyle Kavrama Başarıları Arasındaki İlişki”. İlköğretim Online 14/3 (Ağustos 2015), 993-1004. https://doi.org/10.17051/io.2015.40893.
JAMA Çetinkaya G, Ülper H, Yağmur K. Öğrencilerin Doğru ve Akıcı Sessiz Sözcük Okuma Becerileriyle Kavrama Başarıları Arasındaki İlişki. İOO. 2015;14:993–1004.
MLA Çetinkaya, Gökhan vd. “Öğrencilerin Doğru Ve Akıcı Sessiz Sözcük Okuma Becerileriyle Kavrama Başarıları Arasındaki İlişki”. İlköğretim Online, c. 14, sy. 3, 2015, ss. 993-1004, doi:10.17051/io.2015.40893.
Vancouver Çetinkaya G, Ülper H, Yağmur K. Öğrencilerin Doğru ve Akıcı Sessiz Sözcük Okuma Becerileriyle Kavrama Başarıları Arasındaki İlişki. İOO. 2015;14(3):993-1004.